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Lista de candidatos sometidos a examen:
1) spell (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: spell
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt32 - : ^35 Jack Zipes, Breaking the Magic Spell, Austin: University of Texas Press, 1979, p . 20.
2
paper CO_Íkalatxt282 - : O’Regan, B., Rivens Mompean, A. et Desmet, P. (2010). From spell, grammar and style checkers to writing aids for English and French as a foreign language : challenges and opportunities . Revue française de linguistique appliquée, xv(2). Disponible sur [104]https://www.cairn.info/revue-francaise-de-linguistique-appliquee-2010-2-page-67.htm [Récupéré le 7/4/2016]. [ [105]Links ]
3
paper CO_Íkalatxt210 - : Regarding the pre-writing activities chosen by the EFL learners, thinking about lexical items was another task they utilized before they wrote a text. According to their responses in the focus-group session, the research subjects declared that they activated prior knowledge concerning English spelling. One of the participants explained: "When I start writing, I need to know how to spell the words I'm going to put in my text" (Participant 09 110:110 ). Along the same line, another learner pointed out that this was performed in order to overcome the difficulties she usually experienced in EFL class: "Writing in English is really hard because it isn't written the way it's pronounced. That's why I have to carefully remember the way some words are written" (E15 09:09).
4
paper CO_Íkalatxt210 - : Further examination of the students' oral answers in the initial focus-group discussion revealed that the identification of lexical items while the students wrote a text also employed support from the EFL teacher. From the point of view of the EFL students, they asked for the teacher's assistance while writing in English in order to verify correct spelling. Evidence of this is corroborated by one of the learners: "I asked the English teacher about the words to be included in my text" (Participant 06 48:48). Another learner made a similar comment: "I sometimes do not know how to spell certain words in English, so I show my writing to the teacher, and he tells me if I am writing them well or if I am making mistakes" (E19 57:57 ).
5
paper CO_Íkalatxt210 - : An additional procedure implemented by the students while they were producing a text in English was writing lexical items. For this dimension the learners expressed that they specifically focused their attention on writing words during text production. They also indicated that they were very concerned about language accuracy when producing, especially in terms of vocabulary spelling. An example of this was reported by one of the participants: "I include vocabulary words when I write my paragraph. I'm very careful to spell them correctly" (Participant 07 11:11 ). Another interviewee made reference to a resource used to implement this task: "I write words in the text during the task. If I don't know one of them, I use the dictionary" (Participant 06 07:07).
6
paper corpusSignostxt453 - : In the interface of the L1-Constructicon, all argument-structure constructions, like the ‘apart reciprocal’ in [88]Figure 2, are formalized by means of a set of features, which we spell out in (4) below:
Evaluando al candidato spell:
7) participant: 4
9) lexical: 3 (*)
11) teacher: 3
12) learners: 3 (*)
spell
Lengua: eng
Frec: 31
Docs: 25
Nombre propio: 1 / 31 = 3%
Coocurrencias con glosario: 2
Puntaje: 2.801 = (2 + (1+3.8073549220576) / (1+5)));
Rechazado: mal tf-df: 124;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| spell |
: Zipes, 1979 Zipes, Jack. Breaking the Magic Spell, Austin: University of Texas Press. : Caravolas, M. (2006). Learning to spell in different languages: How orthographic variables might affect early literacy. En R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497-511). Londres: LEA. : Istituto Culturale Ladino. (2001). DILF Dizionario italiano - ladino fassano Dizionèr talian - ladin fascian (2^da ed.). Istituto Culturale Ladino, Spell. : Patterson, K. E. & Shewell, C. (1987). Speak and spell: Dissociations and word class effects. En Coltheart, M., Sartori, G. & R. Job (Eds.), The cognitive neuropsychology of language (pp. 273-294). Londres: Erlbaum. : Signorini, A. & Borzone, A. (2003). Learning to read and spell in Spanish. The prevalence of phonological strategies. Interdisciplinaria, 20(1), 5-30. : Spell, J. R. (1927). Spanish teaching in the United States. Hispania, 10(3), pp. 141-159. : Stapel, D. A. & Semin, G. R. (2007). The magic spell of language: Linguistic categories and their perceptual consequences. Journal of Personality and Social Psychology, 93, 23-33. : Sun-Alperin, M. (2007). Cross-Language Transfer of Phonological and Ortographic processing skills in Spanish Speaking Children Learning to Read and Spell in English. University of Maryland: Marlene Sun-Alperin. : Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. En D. Sawyer & B. Fox (Eds.), Phonological Awareness in Reading: The Evolution of Current Perspective (pp. 1-30). Nueva York: Springer-Verlag. : Treiman, R. (1993). Beginning to Spell. Nueva York: Oxford University Press. |